TiZA Annual Report 0708

8/7/2019 TiZA Annual Report 0708

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TiZA Annual Report 1 Minnesota Department of Education

Tarek ibn Ziyad Academy (TiZA)

Inver Grove Heights (K-8) and Blaine (K-4)

Charter School Annual Report 2007-2008

The Tarek ibn Ziyad Academy (TiZA), CSD #4099, located in Inver Grove Heights and Blaine,

Minnesota, was founded in 2003 to meet the growing needs of the immigrant communities in the

Minneapolis / St. Paul area. TiZA completed the 2007-2008 school year as a K-8 school with

over 425 students. Tarek ibn Ziyad Academy is named for Tarek ibn Ziyad, an activist, leader,

explorer, teacher, administrator, and peacemaker who lived 1,300 years ago. His example instills

the desire to achieve the heights of human greatness. The school is built upon the Comprehensive

Community Center model to serve the diverse needs of the entire community.

1. Tarek ibn Ziyad Academy Mission and Vision

Mission

The mission of Tarek ibn Ziyad Academy is to contribute to the building of a diverse, virtuous

and moral America by helping children understand their stewardship role in the world. By our

teaching, modeling and practice, we hope to embed in our students a sense of care,

responsibility, and love. In our daily work together, we emphasize the virtues of tolerance and

cooperation, and we aim to give our students the intellectual, social and personal skills to

enhance their citizenship, civic participation and potential for leadership.

In our effort to continuously improve the education we offer to students, we work to articulate

and implement a plan of school-wide improvement developed and owned by all staff and

administration. The plan depends upon the hard work, professional acumen, and sensitivity of

every teacher, paraprofessional, and staff member at TiZA. An important component of our

success in addressing student needs and increasing student achievement flows from thecommitment to understand the needs of students and families across many dimensions.

TiZA provides a balanced and comprehensive learning experience whose ultimate focus is

student understanding. We provide students with a unique learning environment that recognizes

and appreciates the traditions, histories, civilizations, and accomplishments of the Eastern World.


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Demographics

Black 71%

Asian 25%

White 4%

TiZA curriculum enables students to integrate into American society, while preserving their

cultural pride and identity.

We believe that each human being is a significant creature entrusted with the weighty role of

stewardship of the earth. As stewards, we are compelled to express the innate human values of

brotherhood, equality, justice, compassion and peace in ways that enhance and humanize the

lives of others in their community while achieving the highest academic standards. We seek to

integrate our students into the fabric of American life in a manner consistent with these values,

not merely to produce the next generation of consumers and marketers for American society.

The Board of Directors and staff seek to enable our students to participate fully in American

society, in a manner consistent with the values of stewardship, and to give each student the tools

to become a responsible citizen and leader.

Student Demographics

The two campuses of Tarek ibn Ziyad Academy are located in Inver Grove Heights and Blaine.

The Inver Grove Heights campus is a K-8 school with 362 students. The Blaine campus, which

opened in Fall 2007, is a K-4 school with 69 students. The total student enrollment at TiZA is

431 students (2007-2008). TiZA has a current waiting list of over 1,500 students. TiZA serves a

population of mainly low-income immigrant students, although all students are welcome,regardless of background. Most TiZA

students have limited proficiency in

English, and many enroll at TiZA more

than two years behind academically, as

measured by the Northwest Evaluation

Association pre-test. Current students

represent the following ethnicities:

African-American, Amharic, Arab,

Bangladeshi, Caucasian, Eritrean, Hispanic, Indian, Kurdish, Oromo, Pakistani, Somali, and

Sudanese.


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Data in the following graphs represent all 431 students.

2. Program success and best practice

70

3

81

99

0

10

20

30

40

50

60

7080

90

100Limited EnglishProficient 70%

SpecialEducation 3%

Free & ReducedPrice Lunch80%

AYP AttendanceRate 99%

2007-2008 TiZA Student Body

7071

88

59

67

44

59

31

68

52

0

10

20

30

40

50

60

70

80

90

All Asian Black LEP FRP

TiZA

State

2007-2008 Proficiency in Reading on the MCA-II and MTAS


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Content-integrated ESL program: English Language Learners at TiZA represent 81% of the

student body. TiZA faces cultural and linguistic diversity, and the need exists for educators to

understand how children learn English as a second language. Teaching English to children of

other languages requires specialized skills and knowledge to help these children learn a new

language effectively and efficiently. TiZA students acquire a level of English proficiency inspeaking, listening, reading, writing, and viewing that allows participation and success in the

mainstream academic program.

ESL Success: Success of the TiZA ESL program is verified by MCA-II results because TiZA

students consistently increased reading scores over the past three years. The TiZA ESL program

was identified as one of the best and most innovative in Minnesota by the Minnesota Department

of Education (MDE). During the 2006-2007 school

year, Alice Seagren, MDE Commissioner, visited the

school to recognize the outstanding performance of

TiZA. Success of the ESL program was verified in

the 2007-2008 MCA-II scores: TiZA students out-

performed the state in grades 4, 6, 7, and 8. To demonstrate the significant success of the TiZA

ESL program, we offer stories of six students, male and female, involved in the TiZA ESL

2007-2008 Proficiency in Math on the MCA-II, MTAS, and MTELL

79

60

85

55

79

31

74

31

79

42

0

10

20

30

40

50

6070

80

90

All Asian Black LEP FRP

TiZA

State

The school's heavy emphasis on

teaching English language learners to

read paid off in last year's

standardized test scores.

--MN Public Radio (May 2007)


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program. Two students entered TiZA at the 2nd and 5th percentile in Mathematics, and after

three years, both tested at the 86th percentile. Another student entered TiZA at the 20th

percentile, and after three years, tested at the 72nd percentile. Three students entered TiZA at the

9th, 25th, and 27th percentile, respectively, and after three years, tested at the 50th, 61st, and

77th percentile in Reading. All six students are immigrants, with parent education ranging from

little education to a masters degree. The parents vary from blue collar careers to white collar

careers and one is an entrepreneur.

Team teaching that reflects assessment data: A highly qualified licensed classroom teacher

and one or two experienced paraprofessionals, at least one of whom is bi-lingual, serve as a team

to work with students in each grade level.

These professionals collectively plan

instruction based on the needs of the

students, and group students accordingly

for instruction. In order to continuously

improve the academic performance of

students and to meet TiZA academic goals, TiZA uses a battery of pseudo-MCA assessments

throughout the academic year to gauge the performance of individual students and to deliver

tailored instruction to individual needs.

Team Teaching Success: As a result of team teaching and the use of data from assessments

(Woodcock-Munoz as appropriate, Scott-Foresman reading at beginning of each school year,

pseudo-MCA to gauge performance and to deliver individualized instruction, MCA-II, NWEA,

and daily content), TiZA students experienced marked improvement in mathematics during the

past four years.

2007-2008 Student Performance in mathematics (222 students total):

The 84 students who took the 2008 Minnesota Standardized Math test

outperformed the state average at all grades for the second year in a

row and the 138 students who took Mathematics Test for English

Language Learners outperformed the state average in math at all grades

for the second year in a row. Student growth in math is top in the

nation (measured by 2008 NWEA MAP district-purchased test): top 1% of schools in nation for

Grades 4, 6, and 8, top 4% for Grade 7, top 6% for Grade 5, and top 20% for Grade 3.

Despite having 50 percent or more of its

students in poverty, Tarek ibn Ziyad Academy

students had some of the highest scores in

the state. Clearly, TiZA is doing something

right.

--Minneapolis Star Tribune (July 2008)


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2007-2008 Student Performance in reading (222 students total): The 222 students who took

Minnesota Standardized Reading test out-performed the state

average on at grades 4, 6, 7, and 8, even though 61% were

English Language Learners. Student growth in reading is top

in the nation (measured by 2008 NWEA MAP): Top 1% of

school in nation for Grades 4, 7, and 8, top 2% for Grade 5,

top 30% for Grade 6, and top 35% for Grade 3.

During the past three years, student achievement consistently

increased in both math and reading. Students increased from

57% who met or exceeded state standards to 86.9% who met or exceeded state standards in math.

Students who met or exceeded state standards in reading increased from 34% to 70.3%.

Successful leadership practices that develop new principals / supervisors / directors from

within: TiZA practices a philosophy of leadership development that takes staff with promising

leadership skills and develops these skills within the school setting to grow our own.

Leadership Success: TiZA believes in the grow our own model of leadership development.

Over the past years, TiZA developed a leader to assume leadership at the Blaine site. This leader

serves as the Director of the North Campus of TiZA, located in Blaine, which opened in the fall

of 2007. The opening of the Blaine campus is a testimonial to the success of this grow our

own practice that overcomes initial implementation problems and to establish a thriving,

financially viable charter school.

Successful governance practices that build solid fiscal practice: TiZA believes that the

combination of leadership skills and sound governance practices is a critical practice for the

success of a charter school. As part of sound governance practices, the financial performance of

TiZA is monitored through monthly financial reports to the TiZA Board of Directors and through

an independent auditor.

Governance Success: TiZA governance practices include continuous monitoring of school

programming; involving the Board of Directors in performance and assessment data; outside

reviews of strategies and accountability; and a candidate selection process based on practical

setting experience. TiZA became the twelfth charter school to undertake Q Comp, the


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Tarek ibn Ziyad has strong records that

attract students from throughout the metro

area.

--Joe Nathan, Center for School Change,

University of Minnesota (July 2008)

Minnesota professional development and achievement-based pay plan for teachers on December

7, 2006. TiZA joined the previous 46 districts (34 districts and 12 charter districts) in the state.

Fiscal Success: The board maintains a fiscally conservative policy. In preparation for the

expansion of the academy, the board committed to increasing the general fund balance. The

most recent award to TiZA is the MDE 2008 School

Finance Award, received January 9, 2008. According

to the MDE, of the 97 winners this year, 43 units or

44% were charter schools, 52 units or 54% were

traditional school districts, and 2 were regional or

intermediate units. There were 149 charter schools

reporting (20% of charter schools received the award);

340 traditional school districts reporting (15% of

traditional schools received the award); and, there were 65 regions, intermediates and

cooperative units reporting (3% of the regions, intermediates, and cooperative units received the

award).

Parent Satisfaction: High levels of parent satisfaction were indicated in the most recent

comprehensive parent survey, conducted in 2006. A total of 100 surveys were returned, with a

return rate of 40% (considered within the acceptable range). The number of returns is significant

because the majority of TiZA parents are not fully conversant in the English language. Of the 93

responses regarding return enrollment at

TiZA the following school year, 95.7%

indicated the intent to re-enroll their child.

Of the responses concerning student

achievement at TiZA compared to a

previous school (32 of 42), 76.2% responded positively. Regarding overall education, 94.4% (34

of 36) responded that the overall education at TiZA is excellent or good. School communication

concerning progress by a student at school is rated as excellent or good by 70.1% of parents (39

of 55). Discipline/safety issues are seen as excellent or good by 82.8% of parents (72 of 87).

Parents who volunteer at school one time or more per month are 38.4% (28 of 73 volunteers),

one time per semester are 23.3% (17 of 73 volunteers), and 38.3% (28 of 73 volunteers)


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What I did see was excellent teachers hard at

work in the classroom focused on improving

student achievement.

--Mindy Greiling, Chair,

MN House Education Committee (May 08)

volunteer one time per school year. This is significant because most TiZA parents work two

jobs.

3. Program Challenges

One of TiZAs greatest challenges was dealing with the

untimely death of Hesham Hussein in January 2008.

Hussein was Chair of Tarek ibn Ziyad Academy and a

board member of the Minnesota News Council, a non-

partisan media self-monitoring ombudsman

organization. He was also President of the Muslim

American Society of Minnesota (MASMN), whose first objective is to present the message of

Islam to Muslims and non-Muslims, and to promote understanding between them. Hussein was

a father, teacher, engineer, Imam, founder of TiZA, and a spokesman for the Minnesota Muslim

community. Hussein was a man who brought Muslims and Christians together. According to

Rev. Chris Mortin, Director of Organizational Development at the Minnesota Council of

Churches, Hussein had a knack for building bridges of understanding, using the warmth of his

personality and the intelligence that came from being an engineer. Hussein founded Taking

Hearts, a program which brought people from the Twin Cities metro-area churches and mosques

together to complete service projects. He passionately modeled the essential characteristics ofinterfaith understanding to young people.

Another challenge involved media

misunderstandings regarding the nature of

TiZA. TiZA was covered in the

international media more than three times

during the year, the national media more

than ten times, and the state media more than 75 times. Much of the media coverage was

generated by a Minneapolis Star Tribune columnist. Several prominent legislators of both

parties visited TiZA. The legislators felt that TiZA is an exemplary model of student learning

and of federal requirements regarding student practices. A prominent legislator wrote a letter to


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the Star Tribune requesting the resignation of the reporter due to reckless journalistic standards

and gross misrepresentation of the facts.

4. 2007-2008 Student Academic Goals

Goal # 1 TiZA will attain Adequate Yearly Progress (AYP) in 2008.

Adequate Yearly Progress for the 2007-2008 School Year was met. Tarek ibn Ziyad Academy

has 19 eligible groups and met 100% of the requirements under No Child Left Behind. Inver

Grove Heights Building is Title I in 2008-2009. Graduation requirements do not apply, as TiZA

is currently a K-8 district. At the state level, Minnesota Black, LEP, and Free/Reduced PriceLunch students did not achieve proficiency in Reading or Math. Statewide, 81.5 % of Minnesota

districts serve Title I schools.

Goal #2 More than 70% of students in grades 3-8 will meet or exceed grade level

proficiency in Mathematics and more than 60% of students in grades 3-8 will meet or

exceed grade level proficiency in Reading as measured by the 2008 Minnesota

Comprehensive Assessments (MCA-II).

This goal was met. TiZA exceeded the Mathematics proficiency and Reading proficiency goal.

2007-2008 TiZA MCA-II administration

Count

Tested

Count

Meets

Standards

Count

Exceeds

Standards

Count

M + E*

Percent

Meets

Standards

Percent

Exceeds

Standards

Percent

M + E*

TiZA Math 84 38 35 73 45.24 % 41.67 % 86.90 %

TiZA Reading 222 79 77 156 35.59 % 34.68 % 70.27 %

*Sum of Meets Standards and Exceeds Standards

Reading MathematicsParticipation Proficiency Participation Proficiency

Attendance

All Students Yes Yes Yes Yes YesAmerican Indian /

Alaskan Native- - - -

Asian/Pacific Islander - Yes - YesHispanic - - - -Black Yes Yes Yes YesWhite - - - -Limited English

ProficientYes Yes Yes Yes

Special Education - - - -

Free/Reduced PriceLunch Yes Yes Yes Yes


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Goal #3 Students in each grade level on average will attain or exceed typical growth

in Reading between the fall 2007 and the spring 2008 administrations of the Northwest

Evaluation Association Measures of Academic Progress (NWEA MAP). This is considered

to be attaining or exceeding one year growth. An index rate of the class average growth

over the typical (nationally normed) growth will be determined for each class.

All classes attained at least one (1) year of growth, and the average growth per student was 1.5

years. 80% of TiZA students outperformed their peers.

GradeAverage Classroom

Growth

% of Students Exceeding

National Average

KA 1.39 88%

KB 1.47 79%

1A 1.46 89%

1B 1.40 85%2A 1.27 73%

2B 1.24 69%

3A 1.30 68%

3B 1.00 54%

4A 2.12 90%

4B 2.54 93%

5A 1.38 63%

5B 1.75 88%

6A 1.26 59%

7A 2.86 90%

8A 3.45 94%

Inver Grove Heights Site Average 1.51 79%K 1.54 93%1 1.63 97%

2 1.55 87%

3&4 2.01 88%

Blaine Site Average 1.66 92%

District Average 1.55 80%

5. 2007-2008 Student Nonacademic Goals

Goal #1 Each student will demonstrate a 90% attendance rate or better measured by

daily attendance.

This goal was met. District attendance rate was 99%.


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Goal #2 Increase parent/community involvement (compared to last year)

Increase in number of volunteers

Increase in volunteer hours

Implementing a comprehensive system for tracking volunteers.

TiZA did not implement the system to track volunteer hours; therefore, no data is available for

this goal.

6. 2008-2009 Student Academic Goals

Goal #1 Tarek ibn Ziyad Academy will attain Adequate Yearly Progress (AYP) in 2008.

Goal #2 More than 75% of students in grades 3-8 will meet or exceed grade-level

proficiency in Mathematics on the 2008 Minnesota Comprehensive

Assessments (MCAIIs).Goal #3 Students in each grade level on average will attain or exceed typical growth in

Mathematics between the fall 2008 and the spring 2009 administrations of the

Northwest Evaluation Association Measures of Academic Progress (NWEA

MAP). This is considered attaining or exceeding one year growth. An index

rate of the Class Average Growth over the typical (nationally normed) growth will

be determined for each class.

Goal #4 More than 65% of students in grades 3-8 will

meet or exceed grade-level proficiency in

Reading on the 2008 Minnesota

Comprehensive Assessments (MCAIIs).

Goal #5 Students in each grade level on average will

attain or exceed typical growth in Reading

between the fall 2008 and the spring 2009 administrations of the Northwest

Evaluation Association Measures of Academic Progress (NWEA MAP). This is

considered attaining or exceeding one year growth. An index rate of the Class

Average Growth over the typical (nationally normed) growth will be determined

for each class.


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7. 2008-2009 Student Non-Academic Goals

Goal #6 Each student will demonstrate a 90% attendance rate or better measured by daily

attendance.

Goal #7 Increase parent/community involvement (compared with last year)

a. Increase in number of volunteers

b. Increase in volunteer hours

c. Implementing a comprehensive system for tracking volunteers

8. Sponsor Information

The sponsor of TiZA is Islamic Relief, a relief and social services organization similar to the

American Red Cross. Islamic Relief provides disaster recovery, refugee services, and other

social services. Islamic Relief is a non-religious, non-sectarian organization dedicated to serve

all of humanity without regard to religious affiliation, and partners with the governments of the

United States and the European Union to deliver services to victims of disasters. Islamic Relief

is part of the global MAKE-POVERTY-HISTORY coalition, which campaigns to end extreme

poverty.


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GOVERNANCE - CHARTER PUBLIC SCHOOL BOARD

NameBoard

Position

Group

(if teacher,

file folder #)Phone Number

E-Mail

Address

Board

Attendance

Asad Zaman Chair FF# 413190 651-457-7072 [email protected] 100%

Mahrous Kandil Secretary 763-230-7825 [email protected] 100%

Moira Fahey Member FF# 161919 651-457-7072 [email protected] 100%

Muhammad Farid Member FF# 351290 651-726-4093 [email protected] 100%

Mona Elnahrawy Member FF# 416352 651-457-7072 [email protected] 86%

TEACHING STAFF INFORMATION

Name file foldernumber Assignment

Left

during07/08

Not

returning08/09

Karen Anderson 412841 Grade KG

Pamela Harrell via Top Temporary 401881 Grade KG

Heidi Pendroy 390695 Grade 1

Kimberly Rowan via Top Temporary 267995 Grade 1

Amy Pamperin 412466 Grade 2

Emily Loose via Top Temporary 423492 Grade 2

Amy Lee 412300 Grade 3

Mary Barrett via Teachers on Call 438471 Grade 4

Sarah Norenberg 423681 Grade 5

Moira Fahey 161919 Grade 6 & 7

Melissa Norgord 415808 Grade 8

Magdy Rabeaa 392775 ESL/ELL

Gina Schimshock 381421 Special Education

Jaime Burris 380311 Grade 3 & 4

SPONSOR INFORMATION

Sponsor name Contact information Sponsor liaisonContract

termination date

Islamic Relief USA 4100 East 66th Street

Inver Grove Heights, MN 55076

Dr. Wayne Jennings June 30, 2009


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Enrollment Policies

Tuition Policy: It is the policy of Tarek ibn Ziyad Academy to comply with all Minnesota

statutes with regard to admissions. Tarek ibn Ziyad Academy shall not charge tuition for any

student who lives in Minnesota and is eligible in the state of Minnesota for a free public

education.

Admissions Policy: It is the policy of Tarek ibn Ziyad Academy that race, ethnic group,

economic status, religion or disability will not influence admission decisions. Enrolled students

are guaranteed admission the following year provided the appropriate grade is available. In

accordance with MS124.d10.S9, all students who submit timely applications will be rewarded

places unless the number of applications exceeds the capacity of the grade level. In this case, all

available places will be filled by lottery. Siblings of currently enrolled students will have

preference for up to a quarter of open seats before accepting other students by lottery.

Applicants names will be drawn randomly form the lottery pool (also called the waiting list).

The lottery pool/waiting list shall not be ordered by preference or by priority. Rather, the

appropriate number of applicants will be randomly selected form the waiting list. All applicants

will continue to remain on the waiting list. If any applicant offered a seat declines to enroll or if

a seat becomes vacant due to any other reason, a new lottery will be conducted to fill the open

seats.

Kindergarten Age Policy: It is the policy of the Tarek ibn Ziyad Academy to consider students

for admission to Kindergarten (in accordance with the TiZA Admissions Policy) if they are at

least five years old on September 1st of the academic year in which they wish to enroll. Children

who are one hundred sixty five (165) or fewer days away from meeting the above mentioned age

limit may petition the Executive Director for an Age Variance. Upon receiving such a

petition, the Executive Director shall use either or both of the following measures to determine

the suitability of the child to attend Kindergarten: 1) an evaluation from a psychologist stating

that the child is ready to enter Kindergarten and/or 2) an evaluation by the Executive Director

and/or his staff to determine that the child is ready to attend Kindergarten. The Executive

Director may charge a reasonable fee to cover the costs of such action. The decision of the

Executive Director may be appealed to the CEO with further documentation of the childs

suitability to enter Kindergarten.


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Information on the website from the Office of Attorney General Lori Swanson reveals that Tarek

ibn Ziiyad Academy is an ACTIVE 501c3 organization. Search results were copied directly

from the web page.

Organization Name: TAREK IBN ZIYAD ACADEMY

Organization Type: TRUSTContact Person: ASAD ZAMAN

Address: 4100 E 66TH ST

City: INVER GROVE HEIGHTSState: MN

Zip Code: 55076

IRS Code 501(c): 03Description: To provide a learning environment that recognizes and appreciates the

traditions, histories, civilizations, and accomplishments of the easternworld (Africa, Asia, and Middle East) by developing a diverse and

balanced curriculum that will enable students to both integrate intoAmerican society and reserve their cultural pride and identity.

Phone Number: (651) 457-7072

Status: Active


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The mission of the Tarek ibn Ziyad Academy is to contribute to building a diverse,

virtuous and moral America by helping children to understand their stewardship

role in the world, embedding in them a sense of care, responsibility, love,

leadership, civic participation, citizenship, tolerance and cooperation.

Tarek ibn Ziyad Academy

4100 East 66th Street

Inver Grove Heights, MN 55076

Phone: 651-457-7072

Fax: 651-457-7190

www.tizacademy.com

Tarek ibn Ziyad Academy offers services to students and employment to staff without regard totheir nationality, race, religion, gender or disability status.

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